The effects of a web-based learning environment on student motivation in a high school earth science course

Collaborating closely with a tenth-grade science teacher, we designed a Web-Based Learning Environment (Web-LE) to improve the students’ motivation to learn science. Factors believed to enhance intrinsic motivation (challenge, control, curiosity, and fantasy) were integrated into the instructional design of the Web-based learning tool. The Web-LE was implemented in the teacher’s tenth-grade classroom as a three-day student-centered learning activity. Data collection methods included individual student interviews, teacher interviews, motivation questionnaires, and observations. This study revealed multiple forms of evidence that the Web-LE and the associated learning activity improved students’ motivation. This study illustrates the benefits of educational researchers working closely with teachers using design-based research methods to successfully solve instructional problems and identify reusable design principles. Design principles for the integration of intrinsic motivation factors into the development of similar Web-LEs are presented as well as directions for future research.     

Not a stale metaphor: the continued relevance of pedagogical content knowledge for science research and education

Recently, theorists have raised concerns that pedagogical content knowledge (PCK) has become “a stale metaphor” that disregards diversity and equity, offers little to help teachers address students’ misconceptions, and portrays knowledge as “in the head” versus in practice. We refute these notions using grounded theory to specify ways one 7th-grade science teacher enacted PCK to advance student learning. With the definition of PCK as knowledge at the intersection of content and teaching, we utilised a framework for science PCK to explore instructional decision-making. Interviews conducted over three years revealed specific ways the teacher enacted PCK by designing and delivering instruction built on each of the seven conceptual science PCK components. The teacher enacted PCK to plan and deliver instruction that was responsive, adaptive, and considerate of changing needs of students and the changing classroom landscape. She infused PCK into instructional decision-making, instructional interactions, and mentoring of a student teacher, modelling the translation of educational theory into practice and habits of mind necessary for expert teaching. This enactment actively refutes Settlage’s critiques, and depicts PCK as a vibrant and effective stance for teaching that enhances learning.     

Teacher and student intrinsic motivation in project-based learning

In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after a semester-long project-based learning program. Both teachers and students were asked to indicate their motivation in the program, and students were also asked to report the instructional support they received from their teachers. The results of hierarchical linear modeling analyses showed that teacher intrinsic motivation predicted student intrinsic motivation directly as well as indirectly through the mediation of instructional support. When teachers reported higher intrinsic motivation in the program, their students tended to perceive receiving more support from them and to report higher intrinsic motivation in the learning experience.     

远程学习者外在动机内化的探索研究

远程学习者的内在学习动机反映了学习者追求科学知识、勇于探索创新和发展自身能力的愿望。远程教育的教学设计,尤其是教师指导行为对于促进远程学习者外在动机、通过各种形式的调节实现内化是有重要作用的。本研究重点探讨远程学习者学习动机内化的规律、影响因素及其作用。     

COLLABORATION BY DESIGN: INTEGRATING CORE PEDAGOGICAL CONTENT AND SPECIAL EDUCATION METHODS COURSES IN A PRESERVICE SECONDARY EDUCATION PROGRAM

In this article the authors describe a collaboratively designed secondary teacher education program focused on the preparation of preservice general education teachers to work effectively with children who have diverse learning needs in inclusive classrooms. The focus of the article is on the collaborative development and initial evaluation of the program by secondary teacher education faculty and special education faculty. The instructional design emphasized a co-teaching model where principles of Universal Design for Learning and instructional adaptation were integrated and assessed in multiple courses by collaborating university faculty. Data from the initial evaluation included student teaching portfolios, formal teacher observations, and 6th- through 12th-grade student assessments. The data suggest that preservice teachers appropriately used strategies for adapting their instruction to meet the needs of students with exceptionalities.     

Communicative-based curriculum innovations between theory and practice: implications for EFL curriculum development and student cognitive and affective change

This qualitative study examines the influence of teacher conceptualisations of communicative language teaching on their actual classroom practice and student cognitive and affective change. The qualitative paradigm underpinned this research at the levels of ontology (multiple teacher realities), epistemology (interaction with, rather than detachment from, the respondents), and methodology through using an idiographic strategy (qualitative case study), instruments (qualitative interviews, participant observation and questionnaires), and data analysis technique (explanation-building). The results indicated that teachers who understood CLT and managed to materialise its principles into action significantly improved student language learning (cognitive change) and motivation (affective change). Moreover, traditional, structural and didactic teaching as well as communicative knowledge that was not translated into practice had almost a typical negative impact on student learning and motivation. Recommendations for curriculum development, teacher development, teacher training and future research are made.     

Classroom motivation strategies for prospective teachers

Abstract

National surveys indicate that student motivation is a principal concern of teachers, yet few publications within the teacher education literature directly address how teachers can best apply established motivational principles. Pivotal to mobilizing student motivation is understanding the role of rewards in sustaining productive task engagement. This article examines the difference between intrinsic and extrinsic motivation for academic learning, the relative value of intrinsic and extrinsic motivation, the effects of extrinsic rewards on intrinsic motivation, the potential compatibility of cognitive and behavioral perspectives of student motivation, and research‐based recommendations for promoting classroom motivation.     

Language in Science Classrooms: An Analysis of Physics Teachers’ Use of and Beliefs About Language

The world over, secondary school science is viewed mainly as a practical subject. This may be one reason why effectiveness of teaching approaches in science education has often been judged on the kinds of practical activity with which teachers and students engage. In addition to practical work, language??often written (as in science texts) or oral (as in the form of teacher and student talk)??is unavoidable in effective teaching and learning of science. Generally however, the role of (instructional) language in quality of learning of school science has remained out of focus in science education research. This has been in spite of findings in empirical research on difficulties science students encounter with words of the instructional language used in science. The findings have suggested that use of (instructional) language in science texts and classrooms can be a major influence on the level of students?? understandings and retention of science concepts. This article reports and discusses findings in an investigation of physics teachers?? approaches to use of and their beliefs about classroom instructional language. Direct classroom observations of, interviews with, as well as content analyses of the participant teachers?? verbatim classroom talk, were used as the methods of data collection. Evidence is presented of participant physics teachers?? lack of explicit awareness of the difficulty, nature, and functional value of different categories of words in the instructional language. In conclusion, the implications of this lack of explicit awareness on the general education (initial and in-service) of school physics teachers are considered.     

Profiles of middle school science teachers: Accounting for cognitive and motivational characteristics

Teachers play a critical role in successfully implementing science education reforms in the United States to provide high-quality science learning opportunities to all students. However, the differentiated ways in which teachers make decisions about their science teaching are not well understood. This study takes a person-centered approach by applying latent profile analysis to examine how cognitive (pedagogical content knowledge) and motivational (instructional goal orientations, self-efficacy beliefs, and reform values) characteristics combine to form science teacher profiles in middle school. Predictors of profile membership (bachelor's degree, school %FRL) and both teacher (science instructional practices) and student (science achievement, engagement, and self-efficacy) outcomes related to the teacher profiles were also examined. Five science teacher profiles were identified (severely discouraged but reform oriented, discouraged but reform oriented, conventional, confident and mastery oriented, and confident with multiple goal approaches) that represented unique configurations of cognitive and motivation characteristics. Additionally, findings showed that the teacher profiles were significantly related to three dimensions of science instructional practice including communication, discourse, and reasoning. Finally, the teacher profiles were significantly related to student science achievement and motivational outcomes. Implications for differentiated approaches to teacher professional learning and supports for science instruction are discussed.     

Science Students' Perceptions of Engaging Pedagogy

During their years of schooling, students develop perceptions about learning and teaching, including the ways in which teachers impact on their learning experiences. This paper presents student perceptions of teacher pedagogy as interpreted from a study focusing on students' experience of Year 7 science. A single science class of 11 to 12 year old students and their teacher were monitored for the whole school year, employing participant observation, and interviews with focus groups of students, their teacher and other key members of the school. Analysis focused on how students perceived the role of the teacher's pedagogy in constructing a learning environment that they considered conducive to engagement with science learning. Two areas of the teacher's pedagogy are explored from the student perspective of how these affect their learning: instructional pedagogy and relational pedagogy. Instructional pedagogy captures the way the instructional dialogue developed by the teacher drew the students into the learning process and enabled them to “understand” science. How the teacher developed a relationship with the students is captured as relational pedagogy, where students said that they learned better when teachers were passionate in their approach to teaching, provided a supportive learning environment and made them feel comfortable. The ways in which the findings support the direction for the middle years and science education are considered.     

Effects of a Theory-Based Feedback and Consultation Process on Instruction and Learning in College Classrooms

This study examined how midterm student ratings feedback provided to teaching assistants via a theory-based ratings instrument, combined with consultation on instructional practices, would affect teaching practices, ratings of teaching effectiveness, and student learning and motivation. The student ratings instrument that was employed focused on a series of instructional activities derived from Gagné's theory of instruction and Reiser and Dick's instructional model. Thirty-seven teaching assistants in undergraduate computer science and chemistry courses were randomly assigned to either a feedback + consultation group or a no-feedback group. Results of this study indicated that the feedback and consultation process had a significant impact on instructional practices and ratings of teaching effectiveness. Student learning and student motivation were positively correlated with the frequency with which the various instructional activities examined in this study were utilized. Implications of these findings and suggestions for future research are discussed.     

学习动机的激发原理

本文是对学习动机的激发原理所作的一种概括。这些动机激发原理源自课堂学习的研究，它们回答了成就动机、内部动机和目标定向这些基本问题．也包括转变动机信念、激发动机的策略和增强意志力等问题。     

Learning in context: Technology integration in a teacher preparation program informed by situated learning theory

This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2‐year Master of Teaching program. A specific program goal was to prepare teachers to use technology to support reform‐based science instruction. To this end, the program integrated technology instruction across five courses and situated this instruction within the context of learning and teaching science. A variety of data sources were used to characterize the participants' intentions and instructional practices, including classroom observations, lesson plans, interviews, and written reflections. Data analysis followed a constant comparative process with the goal of describing if, how, and why the participants integrated technology into their instruction and the extent to which they applied, adapted, and innovated upon what they learned in the science teacher preparation program. Results indicate that all participants used technology throughout their student teaching for reform‐based science instruction. Additionally, they used digital images, videos, animations, and simulations to teach process skills, support inquiry instruction, and to enhance student engagement in ways that represented application, adaptation, and innovation upon what they learned in the science teaching methods program. Participants cited several features of the science teacher preparation program that helped them to effectively integrate technology into their instruction. These included participating in science lessons in which technology was modeled in the context of specific instructional approaches, collaborating with peers, and opportunities for feedback and reflection after teaching lessons. The findings of this study suggest that situated learning theory may provide an effective structure for preparing preservice teachers to integrate technology in ways that support reform‐based instruction. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:348–379, 2013     

“Do I Really Hafta?” WebCal,A Look at the Use of LiveMath Software in Web-based Materials that Provide Interactive Engagement in a Collaborative Learning Environment for Differential Calculus

This paper describes the use of a Web-based Computer Algebra System (CAS) called LiveMath in a computer supported collaborative learning environment for Differential Calculus. The instructional design incorporated a Reform Calculus notion of Calculus and a constructivist philosophy of learning. Based on interviews with students, independent observations in the classroom, and observations by the teacher, this paper provides insight for students, instructional designers and classroom educators into the issues raised in this environment. The study was exploratory in nature, concerning itself with testing and revising both the materials and the setting in which they were used. The intent was to discover interaction between characteristics of students and the environment which warrant future study. For example, the use of LiveMath seemed in some cases to cause cognitive overload. In addition, student epistemological beliefs, prior knowledge of symbolic representations of functions and propensity for self-directed learning interacted with the ability of students to use LiveMath inserts to attain conceptual understanding. While students appear to have learned some concepts more deeply, and others more rapidly than anticipated, they reported that they judged that they were working harder than friends in other sections. Further, being in a student centred learning environment was unsettling for both the students and the instructor.     

Is Teacher Accountability Possible? The Case of Norwegian High School Science

What influence does the teacher exercise over their students' learning outcomes? This study investigates the impact of teacher quality on student learning outcomes in science halfway through the first year of high school. A multiple‐measurement model estimates the potential impact of teacher influence on learning outcomes for 1,060 secondary school students (16‐year‐olds), as well as the influence on student engagement, motivation, and self‐discipline. Teacher quality has a very weak effect on student learning outcomes. However, teacher quality seems to influence student motivation and self‐discipline to a significantly larger extent. Further, there is an indirect effect of teacher quality on learning outcomes in science via student engagement, motivation, and self‐discipline. Holding the science teacher accountable for pupils' learning outcomes is highly problematic.     

Improving primary students’ collaborative problem solving competency in project-based science learning with productive failure instructional design in a seamless learning environment

The paper reports on an empirical study adopting a mixed research method, aiming at improving primary students’ collaborative problem solving competency in project-based learning with productive failure (PF) instructional design in a seamless learning environment. Two Grade Six classes participated in a project-based learning of “Plant Adaptations”. In Class 1 with 27 students, the project-based learning was conducted with PF instructional design; in Class 2 with 26 students, the project-based learning was conducted without PF instructional design. The learning activities spanned across farm, class, home and online spaces supported by mobile devices. Data collection includes various students’ created artifacts in groups in the inquiry process, student reflections, student focus group interviews and pre- and post-domain tests. Both qualitative and quantitative data analysis methods were employed. The research findings show that compared to Class 2, the students in Class 1 gained deeper understanding of conceptual knowledge and produced better group artifacts in collaborative problem-solving quality than those in Class 2; and the students in Class 1 were more positive in facing the challenges in their project-based learning process, and developed a sense of ownership of their learning. The findings imply that PF instructional design is conducive to developing primary students’ collaborative solving competency in science learning in a seamless learning environment.     

Teacher collaborative inquiry in the context of literacy education: examining the effects on teacher self-efficacy,instructional and assessment practices

This case study research reports on elementary (grade 8) and secondary school (grade 9) teachers’ participation in job-embedded, professional learning and engagement in collaborative inquiry. Teachers constructed an inquiry-oriented media literacy unit following the collaborative inquiry model. The current study sought to investigate how collaborative inquiry influenced their self-efficacy in literacy instruction, instructional and assessment practices. Qualitative data sources included researchers’ anecdotal notes, teacher interviews, and professional learning blog conversations. Inductive analyses of the data generated six major themes comprising enhancements to teachers’ literacy instructional and assessment practices, which were evident in their adoption of the backward-design model, use of success criteria, and greater emphasis on diagnostic and formative assessment. With respect to teachers’ self-efficacy, data analyses also revealed increased levels of intrinsic motivation, professional satisfaction, and reflective practice. This study provides evidence for the transformative potential and characteristics of school-based teacher collaborative inquiry and the resultant impacts on teacher learning.     

Exploring How to Model Formative Assessment Trajectories of Posing‐Pausing‐Probing Practices: Toward a Teacher Learning Progressions Framework for the Study of Novice Teachers

A robust body of evidence supports the finding that particular teaching and assessment strategies in the K‐12 classroom can improve student achievement. While experts have identified many effective teaching and learning practices in the assessment for learning literature, teachers’ knowledge and use of “high leverage” formative assessment (FA) practices are difficult to model in novice populations. By employing advances in construct modeling, the theoretical underpinnings of learning progressions research, and four principles of evidence‐centered design, teacher educators along with psychometricians can test hypotheses about teacher learning progressions. Utilizing an FA moves‐based framework, the article examines how beginning teachers’ posing, pausing, and probing practices align with five key strategies of FA. Examples of construct maps, instructional tasks, and turns of talk analysis using scoring guides are provided from an empirical study of novice science preservice teachers in a high‐needs school district.     

Supporting Teachers on Science‐focused School Trips: Towards an integrated framework of theory and practice

Although science centres and museums are important educational resources, school trips to these places are not often conducted in a manner that could maximise learning. In addressing this issue, a Framework for Museum Practice (FMP) is proposed, derived from the perspectives of Cultural Historical Activity Theory, theories of intrinsic motivation, and research into conceptual learning. It is hypothesised that this theoretically derived framework, if implemented by museum educators, can potentially lead to the creation of resources for teachers that would enable them to make better use of the learning opportunities afforded by school trips, and to maximise the impact on pupil learning, including their affective experience. This paper also describes how the framework was used to guide the development of resources to be used in conjunction with a science museum trip. The resources were tested by two primary school teachers and their classes, and the data were analysed for evidence of teacher and student behaviour consistent with the design principles in the FMP. Findings lend some empirical support for the FMP and suggest that it may offer a guide for the development of museum‐provided resources, which would have the potential to improve the utilisation by teachers of informal science institutions and, consequently, their impact on pupil learning.